Fios de ouro em segredo e as possíveis dificuldades de ensinagem

• Ano de defesa: 2023
• Autor(a) principal: Pereira, Lidia Soares
• Outros Autores: [e-mail]
• Orientador(a): Fontoura, Helena Amaral da
• Banca de defesa: Leite, Vania Finholdt Angelo , Ivenicki, Ana
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - Processos Formativos e Desigualdades Sociais
• Departamento: Centro de Educação e Humanidades::Faculdade de Formação de Professores
• País: Brasil
• Palavras-chave em Português: Dificuldades de ensinagem; Prática dos professores; Entrevista narrativa; Tematização; Teaching difficulties; Teachers' practice; Narrative interview; Thematization
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://www.bdtd.uerj.br/handle/1/20863

To teach: to instruct; indoctrinate; educate; coach; train. In the light of the dictionary, teaching is the process experienced by teachers concerning pedagogical praxis, in order to enhance the development and improvement of student learning. This dissertation entitled "Golden threads in secret and the possible difficulties of teaching" aims to analyze narratives of teachers of the early years of elementary school who work with students identified with possible learning difficulties. The teachers are part of a municipal public school in Macaé/RJ. The study is based on a qualitative research, because it allows an investigative/reflective look with the contributions of authors who problematize the issue of students’ learning difficulties, such as Fernández, Porto and Sampaio. Regarding teaching practice, we rely on Tardif, Arroyo and Nóvoa. The analysis of the findings was developed through the Thematization proposed by Fontoura. In this scenario, we have as a research instrument four narrative interviews, conducted with the participating teachers. We consider that the main contributions of this research are the production of knowledge built by teachers in a transformative relationship in the daily school life with regard to the teaching and learning of students, as well as another look to deal with labels attributed to students who develop in a slower manner their learning processes.